Worksheets are provided for an activity involving the use of the calculator in discovering patterns when a number is divided by 9, 99, or 999. (DT)

At the request of students and the Board of Trustees, the Connecticut Community Colleges began a system to develop a common course number system. The reasons for creating a common course number system include: (1) it simplifies comparisons between colleges in the system; (2) it facilitates course comparisons, easing the transcript evaluation…

"How many are the numbers?", "How many numbers are there between 1 and 2?" These tasks were set in three fifth grade classes in an educational environment characterised by an alternation of classroom discussions orchestrated by the teacher and students' production of individual reports. They allowed us to analyse both the short term evolution of…

This study describes a teacher preparation program in mathematics and science and explores what impact the reformed curricula and teaching methods instituted in the program have on prospective teachers' understanding of rational numbers and integers. The study pursues obtaining in-depth insights regarding prospective teachers' concept development.…

More work with fractions needs to be done in the elementary school, with emphasis on concepts rather than computational algorithms. (MP)

Demonstrates the consequences of teaching rules without understanding using examples from two 3rd grade children. Suggests alternative instructional strategies. (KHR)

Attempted to verify knowledge regarding decimal and rational numbers in children ages 10-14. Discusses how pupils can receive and assimilate extensions of the number system from natural numbers to decimals and fractions and later can integrate this extension into a single and coherent numerical structure. (Author/MKR)

This is a reprint of an address given at the Christmas National Council of Teachers of Mathematics (NCTM) meeting in 1958. It provides a critique of elementary instruction and discusses the changes necessary. It calls for fundamental change in the concept of mathematics teaching. (PDD)

A critical examination of two key aspects of Piaget's account of how small children come to understand basic number concepts. (Author/CS)

THE MORPHOLOGICAL CHARACTERISTICS OF CZECH NOMINALS, WHICH CONSIST OF NOUNS, ADJECTIVE, NUMERALS AND PRONOUNS, ARE DESCRIBED IN THIS PREPRINT. THE PAPER DISCUSSED EACH CATEGORY SEPARATELY, DIVIDING IT INTO SUBCLASSES, AND PROVIDES ILLUSTRATIONS IN CZECH. IN THE PARADIGMS, SEPARATE FORMS FOR THE VOCATIVE ARE GIVEN FOR MASCULINE AND FEMININE NOUNS…

Based on a theory of rational numbers which sees the rational numbers construct of a person as potentially built on a number of subconstructs, this study explored the view of rational numbers as operators. Significant changes in performance level and quality appeared between ages 11 and 12 and 12 and 13. (JC)

Two experiments examined the ability of preschool children to reason about the numerical relations greater than and less than. Results showed that children as young as 21/2 years of age could make number-based relational judgments and compare two number pairs on the basis of a common ordering relation. (Author/JMB)